Year 7 Literacy & Numeracy Catch-up Premium

What is catch-up funding?

The ‘catch-up’ premium was formally launched in March 2013 as part of the government’s commitment to providing additional funding to support Year 7 pupils who failed to reach National Curriculum Level 4 in English and/or Mathematics at the end of Key Stage 2.

The initiative involves secondary schools receiving an additional premium of £500 for each ‘catch-up’ pupil. The money is to be used by schools to deliver literacy and/or numeracy support with the aim of bringing ‘catch-up’ pupils up to speed and thus increasing their chances of succeeding at secondary school. The funding is not ring-fenced, allowing schools to use the premium to finance literacy and numeracy schemes, which reflect the needs of their students.

Changes to national assessments at Key Stage 2 now mean that when a student achieves a scaled score in their SATs of below 100, they have not met the expected standard. Catch-up funding is there to support those pupils who did not make the expected standard in Mathematics, Reading, Writing or Grammar Punctuation and Spelling. Budgets are now matched to those from 2015-2016 and adjusted based on the percentage change in the cohort size.

Catch-up premium in 2017-2018

Last year, 56 students were identified as meeting the criteria for catch-up funding (£15029 + £3845 rolled-over from the previous year). How we spent this money and details of the impact are shown in the table below.

Activity

Rationale/Justification

How impact will be measured

Cost

End of year review

Phase and Transition Leader (Y7)

Year 7 are the only year group to have a Phase Leader only for them (other Phase Leaders manage two year groups). This reflects our understanding of how vital this first year is, especially for those academically who did not make expected progress in KS2. Our Phase Leader helps to monitor our ‘catch-up’ pupils and support with the management of providing separate interventions for them. Transition work is also a vital part of the role and regular communication with our Feeder Schools allows us to identify potential ‘catch-up’ pupils early on and provide support for early intervention where possible.

Academic progress for those below expected measures between SATs and end of Year 7 assessments.

Salary contribution

 

£6320

28% of pupils were assessed at the end of Year 7 as being on track to reach grade 4 (standard pass) or better in English GCSE. 52% are predicted to achieve a grade 3 in their English GCSE.

Our Maths support was mostly directed to TA provision in class, as our identified pupils were in the same two classes. TAs were able to support as directed by the teacher. 21% of these pupils are now predicted to reach grade 4 or better (standard pass) in their Maths GCSE and 48% to reach grade 3 or better.

Summer School

The EEF measures impact at 2 months of additional progress. Invitations for attendance are to be targeted at those we know are likely to fall below expected standards in literacy and numeracy.

Academic progress for those below expected measures between SATs and baseline testing.

Resources and staff costs contribution

 

£968

Students and parents responded well to the summer school provision. Academic data will be available soon to review the impact of this on progress in English and Mathematics.

Books and resources

Students who are below expected progress in both literacy and numeracy, sometimes do not access to suitable resources at home. This fund will target identified students who are in need of reading materials and resources.

Academic progress for those below expected measures between SATs and end of Year 7 assessments.

£1504

Books were purchased and distributed to a number of pupils. This included a range of new books at a suitable reading level to extend reading ability of our identified pupils.

Individual and small group interventions

Evidence suggests that TAs can have a positive impact on academic achievement. However, effects tend to vary widely between those studies where TAs provide general administrative or classroom support, which on average do not show a positive benefit, and those where TAs support individual pupils or small groups. This intervention involves small group work with those that most need it, both in and out of the classroom setting.

This strategy also supports with the running costs of our Y7 Nurture Group (students follow a separate timetable and are taught by a fixed member of staff in a small group). The EEF highlights evidence for a range of interventions incorporated into the delivery of the nurture group such as small group tuition, reading comprehension strategies, oral language interventions and social and emotional learning. All of these show moderate impact for low cost.

Academic progress for those below expected measures between SATs and end of Year 7 assessments.

Progress over time in reading age data.

£10082

Those pupils who took part in our initial literacy intervention lessons made on average 10 months more progress than would have been expected in their reading age.

90% of pupils who took part in our second wave of literacy intervention lessons made progress in some aspect of reading or writing. This is from staff reports/assessment at the start and end of the intervention.

28% students were assessed at the end of Year 7 as being on track to reach grade 4 or better (standard pass) in English GCSE. 52% are predicted to achieve a grade 3 in their English GCSE.

Our Maths support was mostly directed to TA provision in class, as our identified pupils were in the same two classes. TAs were able to support as directed by the teacher. 21% of pupils are now predicted to reach grade 4 or better (standard pass) in their Maths GCSE and 48% to reach grade 3 or better.

In our Nurture Group, attendance has been very good and progress has been mixed. Engagement in learning has been positive and the small group setting ensures these students have the extra attention they need that would not be possible in a larger class setting.

 

 

Total Spend

£18874

 

 

Catch-up premium in 2018-2019

This year, 94 students have been identified as meeting our criteria for catch-up funding of £15000. The table below shows an overview of our planned strategies for the year including justification, cost and how the impact will be measured.

Activity

Rationale/Justification

How impact will be measured

Cost

Phase and Transition Leader (Y7)

Year 7 are the only year group to have a Phase Leader only for them (other Phase Leaders manage two year groups). This reflects our understanding of how vital this first year is, especially for those academically who did not make expected progress in KS2. Our Phase Leader helps to monitor our ‘catch-up’ pupils and support with the management of providing separate interventions for them. Transition work is also a vital part of the role and regular communication with our Feeder Schools allows us to identify potential ‘catch-up’ pupils early on and provide support for early intervention where possible. The role will also ensure our reading for success programme and additional Maths lessons (see note at the bottom) are successful and targeted at the appropriate pupils.

Academic progress for those below expected measures between SATs and end of Year 7 assessments.

£5700

Summer School

The EEF measures impact at 2 months of additional progress. Invitations for attendance are to be targeted at those we know are likely to fall below expected standards in literacy and numeracy.

Academic progress for those below expected measures between SATs and baseline testing.

£1000

Books and resources

Students who are below expected progress in both literacy and numeracy, sometimes do not access to suitable resources at home. This fund will target identified students who are in need of reading materials and resources. This will also support our other interventions with providing quality resources to aid pupil progress.

Academic progress for those below expected measures between SATs and end of Year 7 assessments.

£500

SAM Learning Targeted Intervention

SAM Learning enables us to set targeted intervention tasks specifically aimed at ‘catch-up’ pupils. Fischer Family Trust impact studies have shown that pupils who use SAM Learning make an additional gain in GCSE outcomes of a fifth of a grade.

SAM Learning tracked data.

Academic progress for those below expected measures between SATs and end of Year 7 assessments.

£300

Individual and small group interventions

Evidence suggests that TAs can have a positive impact on academic achievement. However, effects tend to vary widely between those studies where TAs provide general administrative or classroom support, which on average do not show a positive benefit, and those where TAs support individual pupils or small groups. This intervention involves small group work with those that most need it, both in and out of the classroom setting.

This strategy also supports with the running costs of our Y7 Nurture Group (students follow a separate timetable and are taught by a fixed member of staff in a small group). The EEF highlights evidence for a range of interventions incorporated into the delivery of the nurture group such as small group tuition, reading comprehension strategies, oral language interventions and social and emotional learning. All of these show moderate impact for low cost.

Academic progress for those below expected measures between SATs and end of Year 7 assessments.

Progress over time in reading age data.

£7500

 

Total Spend

£15000

In addition to the above, we work closely with our feeder primary schools, to run targeted interventions aimed at Year 6 students and their families. These include:

Reading for success programme - One session a week aimed at students and their parents, to come and read together and be supported to help their child with their reading. This project will run with some of our Year 7 ‘catch-up’ pupils as well as Year 6 pupils.

Weekly additional Mathematics lessons – aimed at Year 6 students from our feeder primary schools, these are to be delivered from 3-4pm each week and designed to support students who need intervention with their numeracy work. This will also be open to our Year 7 ‘catch-up’ pupils.